TY - JOUR
T1 - Teacher Workplace Bullying
T2 - How Pervasive is the Problem?
AU - Catherine Scheeler, Mary
AU - Markelz, Andrew
AU - Taylor, Jonte C.
AU - Deshpande, Divya S.
AU - Wolfe, Pamela
N1 - Publisher Copyright:
© 2021 Teacher Education Division of the Council for Exceptional Children.
PY - 2022/5
Y1 - 2022/5
N2 - Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers to determine the extent that teachers report workplace bullying by other teachers and administrators. We used the Negative Acts Questionnaire–Revised to examine three constructs of workplace bullying—personal, work-related, and physical intimidation. We also examined differences in self-reported workplace bullying between general and special education teachers. Results suggest special education teachers reported a significantly high level of workplace bullying compared with general education teachers. Unsatisfactory administrative support was the most significant factor contributing to workplace dissatisfaction overall. We offer possible starting points to deal with the problem and discuss implications for teachers, students, and the field.
AB - Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers to determine the extent that teachers report workplace bullying by other teachers and administrators. We used the Negative Acts Questionnaire–Revised to examine three constructs of workplace bullying—personal, work-related, and physical intimidation. We also examined differences in self-reported workplace bullying between general and special education teachers. Results suggest special education teachers reported a significantly high level of workplace bullying compared with general education teachers. Unsatisfactory administrative support was the most significant factor contributing to workplace dissatisfaction overall. We offer possible starting points to deal with the problem and discuss implications for teachers, students, and the field.
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U2 - 10.1177/08884064211015698
DO - 10.1177/08884064211015698
M3 - Article
AN - SCOPUS:85107279171
SN - 0888-4064
VL - 45
SP - 123
EP - 140
JO - Teacher Education and Special Education
JF - Teacher Education and Special Education
IS - 2
ER -